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This study explores the online education action for defeating COVID-19 in China from the perspectives of the system, mechanism and mode. In particular, the policy development of online education in China during the epidemic includes the education informatization policy, the online education system, and the online education mechanism in China. The online education and teaching mode during the epidemic involve the synchronous live class-based teaching mode, asynchronous recording and broadcasting teaching mode, online flipped classroom teaching mode, and online tutoring-based teaching mode. Both characteristics and trends of online education in China during the epidemic have been explored in this study. In addition, the problems, discussions and remarks are also offered.
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The purpose of this phenomenological study was to research the impact of mental health wellness on educational leaders. Leaders with 3 or more years of experience in positions of leadership in Southern California, at the school site and district levels, were invited to participate. Interested participants, who met the criteria, were added to a list of potential participants from which 20 were selected at random and notified. The participants were interviewed once and asked the same 10 questions. The interview was designed to elicit examples of how mental health wellness plays a role in an educational leader's life, both professionally and personally. Leaders in this study shared their reasons for becoming an educator, the path that led them to their leadership position, how mental health plays a role in their ability to perform the duties of their job, roles and responsibilities, as well as how COVID-19 has impacted their overall mental health. Through this research, it demonstrated evidence that mental health wellness is negatively impacted by the positions that educational leaders hold and it has been exacerbated by the demands that COVID-19 have placed on our country, especially our educational system. Implications for this study suggest that changes need to be made to the systems and structures within school districts to better support leaders with mental health wellness so that they can be more effective leaders for the communities that they serve. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Here analyzes how the educational system of the province of Santa Fe overpass the pandemic since March 2020. It provides a general picture of the characteristics of households, their previous conditions to this crisis and some pre-existing trends in the educational system before the crisis that COVID-19 would unleash worldwide. The characteristics assumed by school continuity in 2020 and 2021 from official surveys and the working conditions of teaching. The relationship between the opening of schools and infections throughout 2021 is also presented. It works with official documents produced by the Ministry of Education and Health of the nation and the province, data from the provincial government, surveys and union reports, systematized information from local newspapers. The difficulty in preparing a detailed situation table is shown given the absence of systematically collected inputs. There are some issues that should be monitored. © 2022 Seccion Historia. Instituto Superior del Profesorado 'Eduardo Lafferriere'. All rights reserved.
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The COVID-19 pandemic had an impact on the educational system all over the world. As a result, the educational institutions have to solely rely on online method of delivering education in the form of e-lectures, e-presentations and webinars. Elearning has been defined as "an educational method that facilitates learning by the application of information technology and communication providing an opportunity for learners to have access to all the required education programmes."1 The term e-learning has been interchangeably used with the terms web-based learning, online learning or education, computer-assisted or -aided instruction, computer-based instruction, internet based learning, multimedia learning, technology-enhanced learning and virtual learning.2,3 All the institutions are striving to best deliver the content online to engage students effectively and to conduct timely assessments for them. It has led to accelerated development of online learning environment so that learning would not be hindered. Online Learning Management Systems (LMS) are web-based software for distributing, tracking, and managing courses over the Internet. These systems offer an effective solution to deliver the learning content effectively and establish a two-way communication between the faculty and students.
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The present study examined the preparations made by 14 mothers to ensure that their children's education was unhampered during the COVID-19 crisis and ready for face-to-face classes when permitted. The study used a reflexive thematic analysis of the face-to-face interviews with participants belonging to low-income families living in the central Philippines whose children used printed modules as teaching materials provided by the school. The study generated three themes: "realizing the gaps” (realizing that in-person campus-based instruction is better because distant learning is not effective);"filling in the gaps” (taking the lead in teaching the child at home and assisted by family and community members) and "getting back on track” (preparing children for face-to-face classes against the COVID-19). The study showed how Filipino parents particularly mothers kept their children in school despite pandemic-induced uncertainties, economic scarcities and social inequalities. The desire driven by the perceived benefits derived from education brought out the pathways to resourcefulness. This study draws attention to equal opportunities for learning across socio-economic statuses and a more inclusive delivery of instruction during a crisis such as the COVID-19 pandemic. © 2023 by the authors;licensee Asian Online Journal Publishing Group.
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Due to the Covid-19 lockdown, educational disruption has become a global concern, necessitating a concentration of regulators and new researchers to resolve. Thus, the current study examines the role of instructors' inventiveness and commitment to resolving educational disruptions in Malaysian institutions. Additionally, this paper explores the mediating function of educational system improvement in the relationship between teacher innovativeness, teacher commitment, and educational disruption in Malaysian universities. The current study collected primary data from chosen respondents via survey questionnaires. Additionally, the PLS-SEM was utilised to investigate the relationship between the variables in this study. The findings indicated that teachers' inventiveness and devotion to education positively resolve educational disruptions in Malaysian universities. Additionally, the data revealed that upgrading the educational system greatly mediates the relationship between teachers' innovativeness, teachers' dedication, and eradicating educational disturbance in Malaysian institutions. The current study serves as a guide for future scholars who wish to investigate this topic further and serves as a resource for policymakers who wish to design legislation to eradicate educational interruption. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The announcement of a global pandemic of COVID-19 surprised Mexico on a context of numerous changes in public policy, including a recent educational reform with several new laws (a new General Law of Education, The General Law of the System for the Career of Teachers and the Teachers and the Law for the Continuous Improvement of Education) which were approved towards the last quarter of 2019). In this text, we analyze the contingency measures adopted in the educational sphere. First of all, we discuss if these interventions considered certain international recommendations, but also to the specific conditions of the national context. Second, the main existing evidence on the effects of the pandemic on various educational processes is summarized. On this basis, it is evaluated how much the pandemic circumstance has affected the development of some of the main changes defined by the educational reform. © 2023, Onati International Institute for the Sociology of Law. All rights reserved.
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During the COVID-19 pandemic, online electronic educational systems have been used in most schools and universities as they were forced to move their operations from classrooms to online settings. However, these systems face a serious security issue. Access control considers the core of data security for any implemented system. This paper presents the well-known role-based access control (RBAC) approach to enhance system security and improve user role and system privilege. This study also addresses the issues faced by extant schemes, such as security risk tolerance, by proposing a privacy-preserving educational system that utilizes RBAC and smart multifactor authentication. This approach uses an asymmetric cryptosystem based on the Elgamal digital signature operation to provide multi-factor authentication while relying on low-complexity cryptographic hash functions. RBAC manages system security via the "user classification, role authorization, and unified management” approach. By limiting the amount of data that users can access, RBAC is particularly suited for multi-level applications. This approach also uses informal analysis and the Scyther tool to conduct extensive formal security proofs. RBAC offers many benefits, including mutual authentication, identity anonymity, forward secrecy, key management, and high resistance to well-known attacks, such as phishing, replay, Man-In-The-Middle (MITM), and insider attacks. Compared with other schemes, RBAC offers more security features and boasts higher cost effectiveness in processing and communication. Furthermore, our work achieves a good balance between performance and security complexity when compared to the state-of-the-art. So, we get good results at a cost of 0.253 ms for computing and 1326 bits for communication © 2023, International Journal of Intelligent Engineering and Systems.All Rights Reserved.
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Healthful living is the central characteristic to live a wonderful life which is badly affected when people are physically inactive. Physically unfit people are restricted in several walks of life. Therefore, physical fitness and activeness is key to live a healthy life. COVID-19 restricted people due to lock-downs. Several physical activities were seized. Along with human lives, all businesses, import-export, economies of countries and many other areas were affected. Similarly, educational system was badly affected. Due to lockdowns, it was not possible to carry traditional educational system (TES) in COVID crises, therefore, everyone had to move towards online educational system (OES). By adopting OES, going to academies, attending physical classes, performing practical sessions, sports, face-to-face interactions with friends, being ready for outdoor and several other physical activities were eliminated from student's and teacher's routine. Whereas, excessive screen time, continuous sitting, increased laziness, weight gain, spine issues and other health problems were reported. This work focuses higher educational institutes – universities – of Pakistan, and attempts to investigate seriousness of health risks, diseases and chances of being unhealthy during such COVID times. The aim is to investigate the unsettled health issues by gathering the perceptions of students and teachers through surveys. With the help of different statistical techniques and comparisons, responses are analyzed to identify the health problems. To avoid and prevent students and teachers from recognized health issues in future, some suitable and relevant suggestions have been provided to audience with the help of existing studies and doctors' opinion, which will help academia to adopt OES smoothly and more effectively. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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Purpose: The shutdown of normal face-to-face educational method of learning caused by the coronavirus disease 2019 (COVID-19) pandemic has made the education stakeholders reconsider and rethink education anew in light of the emerging challenges and opportunities imposed on e-learning in higher education in Nigeria post COVID-19. This study investigates the challenges confronting e-learning in higher education in Nigeria amid COVID-19. Design/methodology/approach: Drawing upon data collected through a structured questionnaire administered to 395 lecturers in various disciplines in private, state and federal universities in Nigeria, the study adopts a quantitative research method. The quantitative data were analyzed using descriptive statistics. Findings: The findings indicate that Nigeria Higher Education Institutions (HEIs) are still in the early stage of adopting the e-learning mode of study. In addition, there was no existing e-learning curriculum before the pandemic. Also, adopting e-learning mode of teaching was an uphill task for both the lecturers and the learners, given the lack of experience in information and communications technology usage and inadequate infrastructure to support e-learning. Research limitations/implications: A major limitation of the study is the inability to investigate the challenges facing students in using e-learning tools due to the unavailability of access to students during the lockdown. However, the limitations create opportunities for further studies into the subject matter. Originality/value: The study is timely given that HEIs in Nigeria and some other countries in Africa are yet to adopt blended teaching methods. Literature reveals that most HEIs in Nigeria are using only brick and mortar mode of teaching despite the benefit of blended learning in a pandemic situation. © 2022, Emerald Publishing Limited.
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The topicality of the problem under research in this study concerns the changes in educational systems (from elementary to higher education) in Ukraine and throughout the world caused by COVID-19. This article aims to reveal the essence of initiatives of international organisations in educational institutions in Ukraine and around the world during the COVID-19 period, and to examine the perception of teachers and students of the process of online learning and learning during the COVID-19 pandemic. The study’s aim also involves highlighting and analysing the quality of education to ensure continuous updating of its content based on the latest technological advances, including innovative methods in the educational process, during COVID-19. The main sets of methods were as follows: 1) analysis, synthesis, comparison, and generalisation while studying the scientific literature, as well as legislative and regulatory documents;and 2) historical and pedagogical analysis to determine the features of open education development. The data obtained show the following: the regional affiliation and profiles of educational institutions;the experience of the teaching staff in using distance learning technologies in the education process;assessment of the prospects for distance learning implementation in the Ukrainian educational system;and readiness to master distance learning technologies. The significance of the article is to provide a holistic view of online teaching and learning activities under lockdown, to eliminate academic disorders and ensure the resumption of educational activities. © 2022, Commonwealth of Learning. All rights reserved.
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Introduction. Active using of Internet technologies in the process of learning has become one of the most characteristic trends in the development of Russian education sys- tem over the past few years. The spread of this trend is facilitated by both the internal patterns of the development of Russian educational institutions and the need to transfer the learning process to a distance learning format, which arose under quarantine measures due to the Covid-19 pandemic. At the same time, it remains difficult to say, whether this process meets the real needs of students or not.The aim of the article is to identify and describe the main sentiments that arise in the environment of Russian students in connection with the growing role of the Internet in the learning process.Methodology and research methods. The present research is based on a complex meth- odology and uses both theoretical and empirical methods of analysis. The conceptual frame- work and the initial hypothesis of the research are determined on the basis of an analytical review of current papers in the area of psychology and sociology of education, which was im- plemented by using of common scientific methods: analysis, synthesis, comparison, and gen- eralisation. The peculiarities of the actual attitudes of students to online learning were revealed using a mass survey of students in Ekaterinburg (N = 526) and an in-depth psychodiagnostic questionnaire conducted among students at the Ural State Pedagogical University (N = 120).Results. In the course of the research, it was established that the increasing internetisa- tion of the learning process does not correspond to the real needs and patterns of behaviour of the majority of students and is perceived by them rather negatively. It was possible to find out that Russian researchers are used to considering modern students as a special generation of people, who have grown up in the conditions of the widespread spread of Internet technologies, who are accustomed to using such technologies very actively and are in need of their applica- tion within the framework of the learning process. However, the analysis of real moods of the students demonstrated that such a view is only partly true. Although many of them are really accustomed to actively using the Internet in their daily lives, most of them do not express real demand for using of it into the learning process.Scientific novelty. The authors substantiate skepticism about the intensive implemen- tation of Internet technologies in the process of learning. The argument for the inconsistency of online learning with the real needs and patterns of behaviour of student representatives is presented. The need to carefully introduce Internet technologies into the learning process is recognised.Practical significance. The research materials can be used for the optimisation of In- ternet technologies implementation in the learning process and for the clarification of optimal algorithms for using such technologies when working with students.
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The levels of school anxiety according to Phillips, as well as personal and reactive anxiety according to Spielberger-Hanin were revealed in 12-year-old pupils who were schoolchildren in 1996, 2008 and 2020. A number of statistically significant differences were found in the severity of these parameters and in the structure of their relationship in children who studied in different years. The level of anxiety can serve as an integral indicator of the psychological state and success of children's adaptation. There are several factors that influence the change in students' anxiety, among which, for example, various aspects of the situation at school and the state of the family system, which, in turn, is under the influence of various socio-political factors. Indicators of student anxiety associated with interaction with teachers over the years since the first series of the study have been consistently decreasing from 1996 to 2020. This is a reflection of the strengthening position of parents and students themselves in relationships with school teaching staff. Personal anxiety turned out to be maximum in children examined in 2020, when, after a relatively prosperous period for Russia, various kinds of challenges arose, including the announcement of a coronavirus pandemic. This may be a reflection of the indirect impact on children of a tense socio-political situation that affects the family system. The ratios of reactive and personal anxiety were the most favorable for adaptation in 2008, when the socio-political situation in Russia was the most stable. The study of the relationship structure of anxiety indicators showed the presence of three groups of indicators associated with (1) personal anxiety according to Spielberger, (2) anxiety at school and fear of knowledge testing, (3) fear of self-expression. Transitions of indicators of anxiety from one group to another are observed, reflecting, apparently, the degree of contribution to the corresponding indicator of anxiety of the child's personal qualities. The transformation of the structure of anxiety is discussed in connection with organizational changes in the education system, the status of the student, and the emerging socio-political situation in Russia.
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This article deals with the forms of subjectivation of social inequality in students in the last year of secondary school in the Autonomous City of Buenos Aires, Argentina. It proposes a useful theoretical line of inquiry to analyze educational inequality and to think about its configuration in the context of the pandemic caused by COVID-19. This study explores the logics through which young people project their post-school educational or labor trajectories. In this sense, debates are revised regarding how to characterize secondary education and socialization processes among similar sectors. The main objective of the article is to take up the following question: how did social inequality become sedimented in student experiences? Based on this question, an in-depth analysis is made of the types of paths and expectations that secondary school students develop during their educational experience in order to understand the subjective processing of inequality. In conclusion, we characterize the current expressions of tensions and complexities due to the expansion of secondary schooling and the emerging lines of differentiation that are taking shape. Thus, the importance becomes evident of paying attention to the interrelation between what institutions believe they offer in their educational projects and the students' expectations about the future. (English) [ FROM AUTHOR] Este artículo versa sobre las formas de subjetivación de la desigualdad social en estudiantes del último año de la secundaria, en la Ciudad Autónoma de Buenos Aires, Argentina. Se plantea una línea teórica útil para analizar la desigualdad educativa y pensar su configuración en el contexto de la pandemia provocada por la covid-19. Con este trabajo se exploran las lógicas desde las cuales las y los jóvenes proyectan sus trayectorias educativas o laborales postescolares. En este sentido, se recuperan las discusiones sobre cómo caracterizar la educación secundaria y los procesos de socialización entre sectores similares. La propuesta principal del artículo consiste en retomar la siguiente pregunta: ¿cómo se sedimentó la desigualdad social en las experiencias estudiantiles? A partir de tal interrogante se profundiza en el análisis de los tipos de recorridos y las expectativas que las y los estudiantes del nivel secundario construyen en su experiencia educativa para entender el procesamiento subjetivo de la desigualdad. Al concluir, se muestra la expresión actual de las tensiones y complejidades a la par de la expansión en la cobertura de la escuela secundaria y las nuevas líneas de diferenciación que se conforman. Así se evidencia la importancia de prestar atención a la interrelación entre aquello que las instituciones creen ofrecer desde su propuesta escolar y las expectativas del alumnado acerca del futuro. (Spanish) [ FROM AUTHOR] Copyright of Íconos. Revista de Ciencias Sociales is the property of FLACSO Ecuador (Facultad Latinoamericana de Ciencias Sociales) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Purpose The e-learning-based approach is critical in keeping the wheels of education turning in the face of the COVID-19 epidemic. In this scenario, analyzing the implementation of the e-learning system is required to properly grasp the needs. The purpose of this paper is to demonstrate the relationship between technical system quality, information quality, service quality, educational system quality, support system quality, learner quality, instructor quality, perceived satisfaction, perceived usefulness, e-learning system use and benefits. Design/methodology/approach This study was carried out by giving online questionnaires to students attending private institutions in Indonesia. A total of 593 students participated in the study and provided responses. The structural equation model, which is supported by the program WarpPLS7.0, is used to analyze the data. Findings Maintaining the quality of the technological system, the information system, the learners and the educational system can help achieve the goal of increasing perceived utility. In the meanwhile, factors such as inadequate service quality, educational system quality, support system quality and teacher quality can all pose challenges to perceived levels of satisfaction. To get the most out of e-learning apps, users' expectations about how fun, useful and easy to use they are need to be met. Research limitations/implications This study was carried out in the midst of the COVID-19 epidemic with a restricted number of participants from Indonesian institutions of higher education. This research has the potential to be expanded into a variety of different types of higher education in the future. Practical implications The main thing that will determine whether an e-learning system model works is the quality of the learners. Originality/value The institution should think about changing the material offered in the e-learning system to make it easier for students to grasp by describing the current material and providing digital handouts of lecturers' explanations. This study expanded the e-learning system success model and applied it to the evaluation of e-learning deployment in Indonesian higher education. This study will improve student comprehension of the e-learning model and contribute to the body of knowledge about e-learning applications and technology.
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Concepts such as eLearning and eTeaching have become a reality today in a pandemic context facing people around the world. eTeaching and eLearning enables teachers and students to take online courses with the help of electronic equipment such as computers, laptops, tablets and even smartphones. Despite the shortcomings of adapting traditional university courses to online teaching materials, eLearning and eTeaching are effective methods of education, monitoring the academic development of students and finally yet importantly assessing the knowledge of students in the university environment. Another aspect worth considering is the reduction of costs in terms of education because when the courses went online the expenses necessary for the schooling and accommodation of students represented a fraction of their cost in the pre-pandemic period. In this chapter, we will analyze the challenges that universities, professors and students have had to overcome in order to build a reliable and efficient electronic educational system. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The health emergency caused by COVID-19 provoked unexpected changes in educational processes worldwide. This article presents the aforementioned implications as reflections from international, national, and the National Police ofColombia's scopes. As the main objective, this research aimed to describe the implications of the health emergency in the educational process and police training. A qualitative research allowed the investigators to obtain this information;the foregoing through documentary reviews and surveys applied to eighteen teachers and thirty-six students from police schools and educational institutions in the region (six primary and secondary schools in the town of Santa Rosa de Viterbo, two schools in the municipality de Floresta, and ten schools in the city of Duitama). Once the results were obtained, it was possible to achieve the conclusions and discover those needs in education in terms of the virus' occurrence. The health situation forced the educational community to learn about the acquisition and use of technologies, which became a challenge and an immediate task that the institutions needed to face. The change from face-to-face to virtuality meant a new and challenging scenario for the education field, as it forced professors and students to change the activities they used to carry out. In the case of police education, where specific characteristics must be met within the training program, it represented a significant challenge for the National Directorate of Schools of the National Police of Colombia. Thus, due to what occurred, it was possible, to a large extent, to strengthen the educational system for the institution and offer new possibilities to the students. On the other hand, the need to include within public policies an adjustment to the traditional educational system was evidenced since the health crisis demonstrated several shortcomings.
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Driven by both technological advances and the onset of COVID, online resources have become ever more integrated into modern education. However, foreign language learning has been especially difficult in a virtual environment because the high degree of interactivity and adaptation necessary of language learning is often absent from online tools. Existing online resources which are popular among foreign language students – ranging from the self-study app Duolingo to the flashcard app Quizlet – all carry substantial shortfalls. Namely, these systems are individual-based and lack the collaboration between parents, students, and teachers which is often vital to student success. Utilizing relevant psychological principles, we consider the algorithmic and interface aspects of a prototype design for a Chinese learning application which can be integrated into the classroom to promote support between parents and students. We also conducted cognitive walkthrough and heuristic evaluation to assess the usability of the prototype’s interface. The results found that the interface was majorly intuitive despite some minor violation of heuristic principles. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The article aims to analyze the Peruvian educational system through the context of a pandemic, highlighting the influence of the neoliberal economic model on the policies proposed in the face of the health emergency. This is why the need to identify current educational gaps in order to recognize perennial inequalities as a result of poor government management capacity to guarantee quality education. From this perspective, an assessment of capitalist influence and its impact on the conduct of competitive demands in digital education is also carried out, as well as the limited response and prevention capacity in the face of the eventual crisis that afflicts not only Peru, but also to the entire Latin American region. In this sense, this research is developed from a qualitative approach under the methodology of theory based on an exploratory and descriptive framework of the previously described phenomenal situation. © 2022 Universidad Nacional Experimental Rafael Maria Baralt. All Rights Reserved.
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Novel COVID-19 (SARS-COV-2) has emerged as one of the most hazardous pandemics across the globe. Due to the spread of this virus, there was a forcible postponement of physical education. This moved the whole education system into a fringe condition for a certain period with hopeless progress shortly. Though few countries have opted for online education, a country like India has partially succeeded. In this paper, a detailed study has been executed on the impact of COVID-19 at all levels of education with their pros and cons. The article is four-folded: Firstly, the impact of COVID-19 on the global education system is thoroughly studied with a special focus on Indian education. Second, a brief study on acceptance and adaptation of the online education process to fill the gap of schedules is done. Thirdly, an impactful analysis on the growth of development of online educational apps to fulfil the absence of offline education is emphasized. Fourthly, an insightful study on the role of intelligent computing approaches for analysing such a study is deeply investigated. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.